As well established as the practice of intelligence analysis may be, researchers continue to ask elementary questions about what analysis is, how it is done, and how it can be done better.
“Intelligence analysis involves a complex process of assessing the reliability of information from a wide variety of sources and combining seemingly unrelated events. This problem is challenging because it involves aspects of data mining, data correlation and human judgment,” one recent study (pdf) performed for the Office of Naval Research observed.
The study focused on development of computer tools to support the analytical method known as Analysis of Competing Hypotheses (ACH), previously explored by Folker (pdf), among others.
See “Assisting People to Become Independent Learners in the Analysis of Intelligence” by Peter L. Pirolli, Palo Alto Research Center, Inc., Final Report to the Office of Naval Research, February 2006.
At a period where the federal government is undergoing significant changes in how it hires, buys, collects and organizes data, and delivers, deeper exploration of trust in these facets as worthwhile.
Moving postsecondary education data collection to the states is the best way to ensure that the U.S. Department of Education can meet its legislative mandates in an era of constrained federal resources.
Supporting children’s development through health, nutrition, education, and protection programs helps the U.S. achieve its national security and economic interests, including the Administration’s priorities to make America “safer, stronger, and more prosperous.”
To strengthen federal–state alignment, upcoming AI initiatives should include three practical measures: readiness assessments before fund distribution, outcomes-based contracting tied to student progress, and tiered implementation support reflecting district capacity.